The styles depend upon cerebral dominance of an individual in retaining and processing different modes of information in his own style of learning and thinking. This study attempted to find out the relationship and significance of difference between academic achievement and learning-thinking style of secondary school students. The study was delimited to class Xth students only. The purpose of present study was to see whether there is a relationship between academic achievement and learning-thinking style of secondary school students or not. Normative Survey method was applied for conduction of the study. The population for the research includes students of secondary class of different areas. Mean and Pearson’s Product Moment Correlation (‘r’) are the statistical technique which helped in the analysis and interpretation of the result. The collected data was analysed and interpreted on the basis of hypothesis. It has been found that learning-thinking style and academic achievement of secondary school students are positively and significantly related to each other. Students having high academic achievement are better for teaching. It can be said that academic achievement is a factor which influence the learning-thinking style of secondary school students. It can also be concluded that male and female secondary school students are not different in respect to their academic achievement whereas they are different in respect to their learning-thinking style.